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Using interactive narrative to drive student learning - Jeremy Walker, Sa'ad Laws, Paul Mussleman & Mohamud Verjee

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Presented at LILAC 2016

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Using interactive narrative to drive student learning - Jeremy Walker, Sa'ad Laws, Paul Mussleman & Mohamud Verjee

  1. 1. Sa’ad Laws, MA, MLIS Information Services Librarian Using Interactive Narrative to Drive Student Learning Mohamud A. Verjee, MBChB, FCFP Associate Professor of Family Medicine in Clinical Medicine Paul Mussleman, MLIS Information Services Librarian Jeremy Walker, MLIS Information Services Specialist
  2. 2. First, some quick background…
  3. 3. First, some quick background… https://commons.wikimedia.org/wiki/File:Qatar_location_map.svg
  4. 4. First, some quick background… http://www.google.com/mapshttps://commons.wikimedia.org/wiki/File:Qatar_location_map.svg
  5. 5. https://commons.wikimedia.org/wiki/File:Desert_Qatar.JPG
  6. 6. http://www.flickriver.com/photos/39411748@N06/tags/doha/ 1983
  7. 7. http://www.flickriver.com/photos/39411748@N06/tags/doha/ https://commons.wikimedia.org/wiki/File:Doha_skyline.jpg 1983 2013
  8. 8. Reya Salibahttp://www.qatarisbooming.com/ www.dohanews.co www.dohanews.co
  9. 9. Weill Cornell Medicine Virginia Commonwealth University Carnegie Mellon University Texas A&M University Georgetown University Northwestern University Qatar Faculty of Islamic Studies HEC Paris University College London Qatar Biomedical Research Institute Qatar Computing Research Institute Qatar Environment and Energy Research Institute
  10. 10. Medical Education
  11. 11. Medical Education Pre-Med Year 1 Pre-Med Year 2 Medical Year 1 Medical Year 2 Medical Year 3 Medical Year 4
  12. 12. Medical Education Pre-Med Year 1 Pre-Med Year 2 Medical Year 1 Medical Year 2 Medical Year 3 Medical Year 4
  13. 13. Medical Education Pre-Med Year 1 Pre-Med Year 2 Medical Year 1 Medical Year 2 Medical Year 3 Medical Year 4 Clerkships
  14. 14. Medical Education Pre-Med Year 1 Pre-Med Year 2 Medical Year 1 Medical Year 2 Medical Year 3 Medical Year 4 Clerkships Introduction Critical Care Internal Medicine Medicine, Patients & Society Neurology Public Health OBGYN Pediatrics Primary Care Psychiatry Surgery
  15. 15. Medical Education Pre-Med Year 1 Pre-Med Year 2 Medical Year 1 Medical Year 2 Medical Year 3 Medical Year 4 Clerkships Introduction Critical Care Internal Medicine Medicine, Patients & Society Neurology Public Health OBGYN Pediatrics Primary Care Psychiatry Surgery
  16. 16. Primary Care Clerkship + Library Instruction https://en.wikipedia.org/wiki/Lecture_hall
  17. 17. Primary Care Clerkship + Library Instruction https://en.wikipedia.org/wiki/Lecture_hall http://www.dogonews.com/2012/4/28/the-towns-of-dull-and-boring-forge-an-exciting-partnership
  18. 18. Change it up!
  19. 19. Change it up! Student Learning Outcomes Passive Lecture
  20. 20. Change it up! Student Learning Outcomes Passive Lecture Clinical Scenario (complex narrative)
  21. 21. Change it up! Student Learning Outcomes Passive Lecture Clinical Scenario (complex narrative) “E-Learning Module”
  22. 22. Change it up! Student Learning Outcomes Passive Lecture Clinical Scenario (complex narrative) hyperboleandahalf.blogspot.com “E-Learning Module”
  23. 23. Development – Clinical Scenario
  24. 24. Development – Clinical Scenario
  25. 25. Development – Clinical Scenario
  26. 26. Development – Clinical Scenario
  27. 27. Development – Stories
  28. 28. Development – Stories https://commons.wikimedia.org/wiki/File:Oncology_doctor_consults_with_patient.jpg
  29. 29. Development – Stories to Storyboards
  30. 30. Development – Module Creation
  31. 31. Development – Module Creation
  32. 32. Development – Module Creation
  33. 33. Development – Module Creation
  34. 34. Development – Module Creation
  35. 35. Development – Module Creation
  36. 36. Development – Module Creation
  37. 37. Development – Module Creation
  38. 38. Development – Module Creation
  39. 39. Development – Module Creation
  40. 40. Development – Module Creation
  41. 41. Development – Module Creation
  42. 42. Time to teach!
  43. 43. Time to teach! • Multiple cohorts • Total of 40 students • Culturally diverse • ~60% Female, 40% Male
  44. 44. hyperboleandahalf.blogspot.com
  45. 45. Did anything work!? hyperboleandahalf.blogspot.com
  46. 46. “During the eLearning teaching module, how did you perceive your learning experience?”
  47. 47. “During the eLearning teaching module, how did you perceive your learning experience?” 0 5 10 15 20 Boring / Uninteresting Engaging / Exciting
  48. 48. Comments
  49. 49. Comments “Best librarian presentation so far.”
  50. 50. Comments “Best librarian presentation so far.” “It was the best lecture for EBM!”
  51. 51. Comments “Best librarian presentation so far.” :) “It was the best lecture for EBM!”
  52. 52. Comments
  53. 53. Comments “What element did you enjoy most from this module, and why?”
  54. 54. Comments “What element did you enjoy most from this module, and why?” "Engaging", "Interactive", "Stimulating" 70% Animations & Visuals 17% Other 13% • 30 comments (75%) • “The interactive format of the session” • “It was interactive and clinically relevant”
  55. 55. Comments “What was the most important thing you learned?”
  56. 56. Comments “What was the most important thing you learned?” • 32 comments (83%) • Dynamed • Visual Dx • Micromedex • Medline "Resources" 42% Clinical Knowledge 17% Specific resources 41%
  57. 57. Comments Room for improvement…
  58. 58. Comments Room for improvement… TOO SLOW (25%)
  59. 59. Comments Room for improvement… TOO EASY (anecdotal) TOO SLOW (25%)
  60. 60. Is this sustainable!?
  61. 61. Is this sustainable!?
  62. 62. Is this sustainable!?
  63. 63. Is this sustainable!?
  64. 64. Wrap Up & Going Forward
  65. 65. Wrap Up & Going Forward
  66. 66. Wrap Up & Going Forward Scenario and narrative based learning worked to increase engagement! Students reported enjoying mediated learning.
  67. 67. Wrap Up & Going Forward Scenario and narrative based learning worked to increase engagement! Students reported enjoying mediated learning.
  68. 68. Wrap Up & Going Forward Scenario and narrative based learning worked to increase engagement! Students reported enjoying mediated learning. Instruction and scenarios need to be more challenging and/or faster paced. Formal assessment of student learning and achievement is needed.
  69. 69. Sa’ad Laws, MA, MLIS Information Services Librarian THANKS Mohamud A. Verjee, MBChB, FCFP Associate Professor of Family Medicine in Clinical Medicine Paul Mussleman, MLIS Information Services Librarian Jeremy Walker, MLIS Information Services Specialist mov2002@qatar-med.cornell.edu sal2018@qatar-med.cornell.edu jpm2009@qatar-med.cornell.edu jjw2003@qatar-med.cornell.edu

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